ABSTRACT

Objective: This study investigated whether a performance-basic executive function group program improved the executive function of preschool children with cerebral palsy. Methods: Seventeen 6-year-old preschool children with cerebral palsy participated in the study. The study used a pretest-posttest control group design in which the treatment group was provided with a group intervention program consisting of art activities for the performance executive function and of game activities for the basic executive function. Before and after the intervention, the performance executive function was measured with the AMPS(assessment of motor and process skills), and the basic executive function was measured with the sun and moon task, the eight boxes task, and Children’s Color Trails Test-2(CCTT-2). The control group on the waiting list received only pretest-posttest executive function assessments. Results: The treatment group showed higher posttest than pretest scores in the AMPS process skills, the sun and moon task, the eight boxes task, and the CCTT-2. The control group showed higher posttest scores in the AMPS and CCTT-2. The treatment group showed significantly more improved executive function scores than the control group. Conclusion: This study demonstrated that a performance-basic executive function group program improved the executive function of preschool children with cerebral palsy.